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Secondary Senco

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The Aquila School
Dubai, United Arab Emirates
Date Added: Oct 24, 2023

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Description

Secondary SENDCO
Purpose of Role
  • To be accountable for ensuring that children are inspired, motivated and equipped to make as much progress with their learning as possible through relevant and engaging learning experiences
  • To work collaboratively, coaching, supporting and training colleagues and families
  • To have a positive impact on the work of the school
ISP Principles
Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health & Safety issues and acting and following up on all concerns appropriately.
Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.
Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.
Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.
We are looking for a Secondary SENDCO to work under the leadership of our whole school head of inclusion. You must -
  • Have a UK/Irish teaching qualification with QTS for this age group
  • Have taught in a school in the UK/Ireland
  • Understand and believe in our school vision which is to be- A happy community school with amazing learning at its heart where pupils are empowered to make choices, engage in meaningful learning experiences and make exceptional progress. This role would be ideal for someone in an early stage of their career to embed the experience you have already gained in the UK.
  • Have at least three years experience of working with SEN children
For all staff in school we share a responsibility to ensure that children are safe and properly supervised at all times. Our school is committed to amazing learning- providing enjoyable and meaningful learning experiences so that every pupil makes as much progress as possible. All staff are expected to adhere to The Aquila Professional Code of Conduct and commit to promoting our vision A happy community school with amazing learning at its heart where pupils are empowered to make choices, engage in meaningful learning experiences and make exceptional progress
The Aquila School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures and satisfactory criminal background checks or equivalent covering the previous 10 years employment history.
Key qualities and skills:
  • To be able to teach in an enjoyable, creative, and inclusive way, promoting independence, so that every child, including those who attend the Hemam centre (an on-site centre for children with Autism and complex needs), makes as much progress as possible
  • To be able to develop positive working relationships with all members of the school community
  • To be able to use initiative, be flexible, fun, proactive and positive
  • To be able to actively support teachers across different subjects in meeting the needs of SEND children
Desirable skills:
  • Ability to teach KS3 SEND Mathematics
Key duties for all teachers include:
  • To ensure children are safe and well cared for at all times
  • To plan and deliver creative and engaging lessons, ensuring that children are actively learning throughout each lesson and that every child makes as much progress as possible
  • To ensure effective communication and direct the work of others, as appropriate
  • To lead CAS activities, participating and leading staff training and contributing to the establishment and development of the school community
  • To comply with our agreed policies and Aquila Ways
  • To actively engage with our school community e.g. through newsletters, informal dialogue, reporting, supporting school functions and contributing to community and marketing activities to make The Aquila School the school of choice for our community.
  • To actively participate in the performance management process of self and others
  • To be involved in improving learning across the school as a subject leader
In addition, the post holder would under the direction of the Head of Inclusion
  • Be responsible for day-to-day operation of the inclusion policy and coordination of specific provision to support individual pupils with SEN or a disability
  • Provide professional guidance to colleagues, working closely with staff, parents and other agencies
  • Work with the Head of Inclusion to ensure the strategic development of inclusion practices within the school
  • Line manage LSAs
  • Coach and train colleagues
  • Teaching within the inclusion team and team teaching to develop class teachers' practice
Duties and responsibilities
Strategic development of the inclusion policy and provision
  • Have a strategic overview of provision for pupils with SEN or a disability across the school, monitoring and reviewing the quality of provision
  • Contribute to school self-evaluation, particularly with respect to provision for pupils with SEN or a disability
  • Make sure the inclusion policy is put into practice and its objectives are reflected in the school improvement plan (SIP)
  • Maintain up-to-date knowledge of national and local initiatives that may affect the schools policy and practice
  • Evaluate whether funding is being used effectively, and suggest changes to make use of funding more effective
Operation of the SEN policy and coordination of provision
  • Maintain an accurate SEND register and provision map
  • Provide guidance to colleagues on teaching pupils with SEN or a disability, and advise on the graduated approach to SEN support
  • Advise on the use of the schools budget and other resources to meet pupils needs effectively, including staff deployment
  • Work with educational psychologists, Speech and Occupational Therapists, and other external agencies
  • Be a key point of contact for external agencies
  • Analyse assessment data for pupils with SEN or a disability
  • Implement and lead intervention groups for pupils with SEND, and evaluate their effectiveness
Support for pupils with SEN or a disability
  • Identify a pupils SEN needs
  • Coordinate provision that meets the pupils needs, and monitor its effectiveness
  • Secure relevant services for the pupil where appropriate
  • Ensure records are maintained and kept up to date
  • Support the review and quality control the education Learner Profiles and IEPs
  • Communicate regularly with families
  • Ensure if the pupil transfers to another school, all relevant information is conveyed to it, and support a smooth transition for the pupil
  • Promote the pupils inclusion in the school community and access to the curriculum, facilities, and extra-curricular activities
Please note that this is illustrative of the general nature and level of responsibility of the role. It is not a comprehensive list of all tasks that the SENDCO will carry out. The post holder may be required to do other duties appropriate to the level of the role.
Person specification
CRITERIA
Essential
Desirable
Qualifications
and training
UK qualified teacher statuswith experience of teaching in the UK post qualification
National Award for SEN Coordination, or a willingness to complete it within 2 years of appointment
Experience
A minimum 3 years teaching experienceworking with SEN pupils
Involvement in self-evaluation and development planning
Experience of conducting training/leading INSET
Experience working in a through school
Experience in a similar role
Skills and knowledge
Sound knowledge of the SEND Code of Practice
Understanding of what makes quality first teaching, and of effective intervention strategies
Ability to plan and evaluate interventions
Data analysis skills and the ability to use data to inform provision planning
Effective communication and interpersonal skills
Ability to build effective working relationships
Ability to influence and negotiate
Good record-keeping skills
Experience of the local (KHDA) inclusion framework
Personal qualities
Commitment to getting the best outcomes for pupils and promoting the ethos and values of the school
Commitment to equal opportunities and securing good outcomes for pupils with SEN or a disability
Ability to work under pressure and prioritise effectively
Commitment to always maintaining confidentiality
Commitment to safeguarding and equality
Alignmnet with the school vision and a commitment to ensuring pupils are safe, happy and learning
Hours of work- 7.25am-4.15pm Monday to Thursday and 7.25am-12.00pm on Friday. In addition, occasional evening and weekend work.
ISP Leadership Competencies
You consistently demonstrate and role-model the ISP Leadership Competencies in all that you do.
  • Collaboration. Takes an active part in leading their school or region; is cooperative and a genuine team player, developing positive, supportive relationships with colleagues to solve problems and maximise opportunities.
  • Learning & Getting Better. Continually demonstrates personal commitment and passion for learning and getting better using evidence and feedback; supporting others in their continual learning, development and growth.

  • Innovation Leadership. Is good at creating an environment where ideas for learning initiatives and services are generated and is able to motivate and inspire others through the process of creation through to completion.
  • Outcome driven. Can be counted on to find solutions. Is consistently looking to exceed goals and is focused on KPIs.
  • Resilience. Can deal with setbacks and challenges calmly and effectively.
  • Community Focus. Is committed to meeting and exceeding the needs and expectations of our students and their families.
  • Integrity & Ethical Management. Has the ability to work ethically and with integrity; helps others feel valued; upholds and models the ISP Vision, Purpose and Principles.
  • Leading & Inspiring Others. Supports, encourages and inspires students, colleagues and teams so that they give their best.
  • Understanding People. Is a very good judge of talent, can objectively articulate the strengths and motivations of people inside or outside the organisation.
  • Influencing & Communication. Consistently informs, influences and inspires students, parents and colleagues through timely and effective communication.
  • Agile. Responds and adapts to changing circumstances; manages and solves problems by providing solutions in a climate of ambiguity.
  • Strategic, Commercial & Financial Awareness. Has the ability to apply understanding of the business and industry to improve effectiveness and profitability.
  • Planning & Decision Making. Makes decisions on the best course of action and then plans, organises, prioritises and balances resources to achieve the desired outcome.
  • Diversity & Equity. Has the sensitivity, awareness and skill to understand the values, behaviours, attitudes and practices across cultures that supports all children and adults to learn and work effectively.
ISP Commitment to Safeguarding Principles
ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.
All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years employment history.
ISP Commitment to Diversity, Equity, Inclusion, and Belonging
ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.
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